Abstract
The purpose of this study was to examine which early childhood (EC) teachers' qualifications (i.e., degree, major, and teaching experience) are linked to teachers' Metacognitive Awareness (MA) and science teaching efficacy, and to investigate the relation among EC teachers' MA components and science teaching efficacy. A total of 153 Head Start teachers from eight U.S. states completed validated surveys that measured their science teaching efficacy and MA. Results from multilevel ANOVA and regression analysis showed that teachers with an early childhood education background were more positive about their ability to teach science, more mindful of their teaching strategies, and more likely to self-evaluate their teaching as compared to teachers without an EC education background. Also, teachers who were more aware of their teaching strategies and instructional goals, and monitored their teaching practices reported higher confidence in their ability to teach science. Our results revealed the role of MA in early science teaching efficacy and highlighted the importance of supporting EC teachers' professional development, particularly for those whose backgrounds are not in EC.